Writing Unit One: structure and expository texts

1. Writing Unit One: structure and expository texts This power point contains bell-ringers, notes and class assignments/activities covered in periods 1, 4, & 7.

2. Bell-ringer Text Structures: 9/30 Copy the following definition: What is a text structure? The organizational pattern an author uses to structure the ideas in a text. The following topics are most likely to be written in one of the following organizational patterns. Copy the chart and place the topics in the appropriate boxes: teen pregnancy, Reebok and Nike, the details of a storm, endangered species.

3. Bell-ringer Activity: Vocab Review 9/30 • NOT FOLLOWING ALL DIRECTIONS ON BELL-RINGERS WILL RESULT IN LOSS OF POINTS TOWARDS QUIZ GRADE. • Copy the following sentences and fill in the blanks using the vocabulary words: • A. Clamber B. Loiter C. Dispersal D. Defile • E. Solemn • 1. In the morning, Miss Handford does not approve when students ___________ outside of her classroom. • 2. Sally should have watched her little cousin Lucy! She _________ the bedroom walls with her crayons. • 3. After the marathon, I __________ up the stairs.

4. Announcements & Agenda: 9/30 • Announcements: • 1. Expository essay outlines due: 1st & 7th: Wednesday October 9th/ 4th: Thursday Oct 10th • 2. Vocabulary Quiz: October 7th • 3. News Article Worksheet is now due at end of class on Friday. If it is not turned in then it is a zero. • Agenda: • 1. Understanding text structures • 2. Analysis of text structures

5. Title page 24 in spiral notebooks the following: TextStructure Nonfiction Organizational Patterns

6. TextStructure: The What and How.. • What… Text structure = patterns in nonfiction writings. We’ll learn 5 types. • How… • Authors organize their ideas to help readers understand them. • Authors use specific patterns to communicate the purpose of their writing. Cause and Effect Chronological

7. 1. Chronological Order In order of time Chrono = time Stories are told chronologically Passage #2 – The Best PB & J Ever When I got home from school after a long boring day, I took out the peanut butter, jelly, and bread. After taking the lid off of the jars, I spread the peanut butter on one side of the bread and the jelly on the other, and then I put the two pieces of bread together. After that, I enjoyed it while watching “Cops” on the TV. I swear, that was the best peanut butter and jelly sandwich I ever ate.

8. Chronological • Passage #3 - Gail Devers • Devers experienced the highlight of any sprinter’s career, as she stood on the huge platform in the giant stadium and received an Olympic gold medal. • Eighteen months earlier she wasn’t thinking about running. She was hoping that she would be able to walk again. • Just four years earlier, in the summer of 1988, as Devers was training for the Olympic Games, to be held in Seoul, South Korea, she began to feel very tired all the time and failed to make the Olympic finals.

9. Chronological: graphic Organizer to help organize ideas.. Moved Away Met Girl Fell in Love Born in 1882 Married in 1906 Died in 1948

10. 2. Sequence / Order of Importance What… Steps described in the order they occur. HOW TO USE THE MICROSCOPE1. Plug in the lamp.2. Place a sample of what you wish to observe on a slide.3. Adjust the mirror so it reflects light from the room up into the objective lens. 4. Place your slide with the specimen directly over the center of the glass circle on the stage. 5. With the LOW POWER objective lens placed over the slide, use the coarse focus knob.6. Look through the eyepiece with one eye while closing the other eye. 7. Use the fine focus knob to fine

11. 3. Cause and Effect Explains reasons why something happened. Or explains the effects of something. • Passage #5 – City Growth • In recent decades, cities have grown so large that now about 50% of the Earth's population lives in urban areas. There are several reasons for this occurrence. First, the increasing industrialization of the nineteenth century resulted in the creation of many factory jobs, which tended to be located in cities. These jobs, with their promise of a better material life, attracted many people from rural areas. Second, there were many schools established to educate the children of the new factory laborers. The promise of a better education persuaded many families to leave farming communities and move to the cities. Finally, as the cities grew, people established places of leisure, entertainment, and culture, such as sports stadiums, theaters, and museums. For many people, these facilities made city life appear more interesting than life on the farm, and therefore drew them away from rural communities.

12. 4. Problem and Solution Author states a problem and solution(s). Similar to cause and effect. Passage #4 – Restoring Toads Dr. Knapp doesn’t want people to sit back and let the toad vanish. He believes that everyone is responsible for restoring the toad species. Dr. Knapp thinks we could help restore the toad population if we stop mowing parts of our lawns and let the grass grow wild to reserve space for the toad. He also believes we need to stop using pesticides and fertilizers. The chemicals kill the insects that toads eat. If we preserve some spaces in our lawns and stop using fertilizers, Dr. Knapp believes we can save the toads.

13. 5. Compare and Contrast • Compare = find similarities • Contrast = find differences Passage #1 – Chemical and Physical Changes • All matter, all things can be changed in two ways: chemically and physically. Both chemical and physical changes affect the state of matter. Physical changes are those that do not change the make-up or identity of the matter. For example, clay will bend or flatten if squeezed, but it will still be clay. Changing the shape of clay is a physical change, and does not change the matter’s identity. Chemical changes turn the matter into a new kind of matter with different properties. For example, when paper is burnt, it becomes ash and will never be paper again. The difference between them is that physical changes are temporary or only last for a little while, and chemical changes are permanent, which means they last forever. Physical and chemical changes both affect the state of matter.

14. Compare and Contrast Shows what’s in common and what’s different. Apples & Oranges Fruits Have Seeds Healthy Colors Tastes Locations

15. Practice Starts easy but gets hard • Read the paragraph • Identify the text structure • Write it down.

16. 1 Deviled Eggs Pop out (remove) the egg yolks to a small bowl and mash with a fork. Add mayonnaise, mustard powder, vinegar, salt and pepper and mix thoroughly. Fill the empty egg white shells with the mixture and sprinkle lightly with paprika. Cover lightly with plastic wrap and refrigerate for up to one day before serving.

17. 2 Sports at Ericson There are two popular sports played at Ericson, basketball and volleyball. Both take place inside of the gym at Ericson. Also, each sport has two teams of people. In basketball, however, the ball can be played off of the floor, and in volleyball, the ball cannot touch the floor or it is out of play. Basketball and volleyball are popular sports at Ericson.

18. 3 The Lazy Student When Tim woke up, he didn’t want to go to school. His mom took him anyway. So, he went to school, but he didn’t do any work. The days passed, and Tim still didn’t do any work. Mr. Morton called Tim’s house, but Tim still wouldn’t do any work. Finally the report cards came out, and Tim failed his classes. Tim was sad.

19. 4 Failing Classes Lots of students fail classes. Some students fail because the work is too hard for them. Other times they may fail because they are lazy, and don’t do any work. Another reason why students may fail is if they don’t go to school. If you’re not in class you may miss a lot. Many students fail classes every quarter.

20. 5 Passing Classes A lot of students have been failing classes. These students wouldn’t be failing classes if they studied more, asked questions, tried harder, and came in for extra help. Even though a lot of students fail classes, they have many options if they want to pass.

21. Answers • Sequence • Compare and Contrast • Chronological • Cause and Effect • Problem and Solution

22. Bell-ringer Activity: Vocab Review 9/30 • NOT FOLLOWING ALL DIRECTIONS ON BELL-RINGERS WILL RESULT IN LOSS OF POINTS TOWARDS QUIZ GRADE. • Copy the following sentences and fill in the blanks using the vocabulary words: • A. Clamber B. Loiter C. Dispersal D. Defile • E. Solemn • 1. In the morning, Miss Handford does approve when students ___________ outside of her classroom. • 2. Sally should have watched her little cousin Lucy! She _________ the bedroom walls with her crayons. • 3. After the marathon, I __________ up the stairs.

23. Bell-ringer Activity: 10/1 • Each picture represents a vocabulary word. Match the correct word to the picture based on your inferences.

24. Announcements and Agenda: 10/1 • 1. Vocab quiz on 10/7 • 2. outline for expository essay due 8th (1st & 7th: due 9th/4th due 10th) • 3. Your news article worksheets are due at the end of class on Friday Oct. 4th!Not turned in = zero. • Agenda: • 1. Review of text structures • 2. Paired activity: guess my structure!

25. Review of Text Structures • Copy the questions and answer them on page 27. • 1. Identify and explain what text structures are. • 2. Why do authors use different structures in their writing? • 3. Recipes, driving directions, and instructions are examples of ______________ texts. • 4. When an author discusses the results of something his essay will be in the structure of a _____________________

26. Paired activity: Find your partner! • 1. Kitalya and CJ • 2. Samantha and Shelton • 3. Shateya and Matthew • 4. Camryn and Kahdeejah • 5. Erin and Arneekaa • 7. Shakira and Keturah • 8. Erin and Naveed • 9. ZeAndre and Le’Ronte • 10. Daijon and Shalyn • 11. Elliot and Destiny • 12. Deandre and Justin • 14. Jordan and Ian

27. Paired Activity: Guess the Topic and Structure: 15 min • 1. Each pair of students has been given a secret envelope with a topic and a text structure. • 2. Write the following on top of your poster • Topic: ______________________ • Structure: __________________ DO NOT FILL IN THE BLANK! OTHER GROUPS WILL BE GUESSING THESE! 3. Brainstorm and write a paragraph together on the topic and structured in the way that was assigned to you. A PARAGRAPH IS 5-7 SENTENCES. When you have completed your poster, tape it to the wall.

28. Paired Activity: gallery observation and inferences: 20 min • Draw the following chart on page ___________ in your notebook:

29. Bell-ringer Vocabulary Review: 10/3 • Copy each sentence and fill in the blank using the word bank. • A. solemn b. loiter c. defile d. dispersal e. clamber • 1. After the turtles hatch, they ___________ down the beach to the gulf. • 2. We had a _____________ceremony as we buried the parakeet in the back yard. • 3. The mischievous children were going to _______________ the church.

30. Bell-ringer Activity • COPY AND COMPLETE THE FOLLOWING SENTENCES BY INSERTING THE CORRECT VOCABULARY WORD. ADDITIONALLY, INSERT COMMAS WHERE NEEDED. • 1. After we _____________ up the steep mountain we had a delicious picnic to celebrate. • 2 “Excuse me!” the shop keeper yelled. “I told you twice not to ______ outside of my store!” • 3. With a __________ expression on his face, Mr. Brown informed the students of the sad news. • 4. Before we ended our journey there was an unexpected ________ of group members. We did not expect to be separated!

31. Bell-ringer: Transitional words • Copy the following sentences and identify the transitional words by underlining them. • 1. Transitional words and phrases provide the glue that holds ideas together in writing. • 2. They provide coherence by helping the reader to understand the relationship between ideas, and they act as signposts that help the reader follow the movement of the discussion. • 3. Transitional expressions, then, can be used between sentences, between paragraphs, or between entire sections of a work.

32. Bell-ringer: what type of text is this? A. Expository B. PersuasiveC.Narrative D. Descriptive  COPY THE SENTENCES BELOW AND FILL IN THE BLANKS. 1. This type of text analyzes the causes and effects of global warming: __________ 2. This type of text is a fairy tale, told in third person: ___________________ 3. This type of text gives specific details appealing to the five senses: _____________________ 4. This type of text is in the format of a billboard advertisement: ________________________ 5.This type of text declares a problem and offers several solutions: ______________________

33. BR:Introducing Cause and effect observe this picture (1 min) write one sentence on the cause. two sentences on the possible effect.

34. BR: Introducing the steps to analysis. Observe the following image and identify the following: 1. topic: 2. Purpose: 3. Audience: 4. Example and explain the following: 5. perspective 6. Angle: 7. Distance: